A educação física em uma escola estadual de Minas Gerais: uma análise da gestão pedagógica

Abstract

This work was developed within the scope of the Professional Master's Degree in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAEd/UFJF). The case study sought to investigate the management problems faced in the daily life of a state school in Minas Gerais, associated with the Physical Education (PE) curricular component, covering interdisciplinary issues, internal and external projects to the school unit. In the context of the researcher's work, it was noted that the execution of extracurricular educational projects, carried out between the years 2022 and 2024, presented gaps related to pedagogical planning. The recurrence of these divergences pointed to the misalignment of pedagogical actions related to the Physical Education curricular component. Based on this scenario, this research had as its main objective to understand how school management practices, related to pedagogical management, influenced the development of extracurricular activities related to Physical Education. Therefore, the following guiding question was proposed for this research: how do the actions of the management of the D. Leiva Nunes Silva State School (EELNS), in its pedagogical dimension, influence the planning of Physical Education with regard to projects and extracurricular activities? To answer this question, the following objectives were defined: to describe the pedagogical management of EELNS, highlighting the process of planning extracurricular activities, emphasizing Physical Education; to analyze how the practices and organization of pedagogical work impacted the development of activities, projects and interdisciplinary actions related to Physical Education at EELNS; to propose actions aimed at improving management practices with a focus on improving pedagogical work involving Physical Education at EELNS. This qualitative investigation employed documentary research, literature review and semistructured interviews with the principal, vice-principal, pedagogical coordinators and Physical Education teachers. The curricular documents Base Nacional Comum Curricular (BNCC) and Currículo Referência de Minas Gerais (CRMG), studies that address democratic school management, pedagogical management, and studies that portray the history and current context of Physical Education were used as technical support. The findings of this research indicated that pedagogical managers, by not including PE teachers in the structuring of projects, distance school knowledge from extracurricular action, reducing its pedagogical meaning. In view of this, an Educational Action Plan (PAE) was developed, with alternatives aimed at the pedagogical management of the school wich promote reflection on the action and integration of curricular components in extracurricular activities. We also included in this proposal a structure for reviewing the Pedagogical Political Project (PPP).